General and motor density of the lesson. Density of a physical education lesson project on the topic Motor density of the lesson

One of the indicators of the effectiveness of a lesson is its density. It is necessary to determine the density of the lesson as a whole and in parts. This is due to different opportunities and conditions for organizing work in the preparatory, main and final parts of the lesson. The total time spent on the lesson (or part of it) is taken as 100%. Relative to it, percentages are calculated.

Distinguish between general (pedagogical) and motor (motor) occupational density.

The overall density of the lesson is the ratio of pedagogically justified (rational) time spending to the total duration of the lesson.

The overall density of the lesson includes the following pedagogically appropriate activities:

1. organization of trainees, verification homework, setting training objectives, briefing on security measures;

2. communication and consolidation of theoretical information;

3. conducting general developmental exercises;

4. instruction, regulation, correction (error correction), assistance, insurance;

5. preparation and cleaning of technical teaching aids, the necessary movement of students in the classroom, etc.;

6. study of the technique of actions, techniques, education of physical qualities;

7. methodological training of trainees, the formation of skills to engage independently, as well as organizational skills;

8. motivation of trainees;

9. use of visual aids, technical means, demonstration of exercises;

10. pedagogical control;

11. Summing up, doing relaxation exercises, setting homework assignments;

12. educational work in class.

To determine the overall density of the lesson or its parts, the indicators of the time of active activity in the lesson are summed up. This includes time spent doing physical exercises, listening, observing and organizing the lesson, except for time spent waiting and waiting Tad. This time is multiplied by 100% and divided by the total session time Ttot. (Formula 1):

The total density of a full-fledged special physical training should approach 100%. The following reasons lead to a decrease in the overall density of the lesson:

Unjustified downtime for class (late start, untimely preparation of class sites and equipment, waiting in line before doing exercises);

Unpreparedness of the teacher or instructor; ill-conceived organization and content of the lesson, leading to pauses;

Excessive and ineffective verbal information for students in the classroom;

Unsatisfactory discipline of those involved, which leads to inefficient use of time due to repeated repetition of commands and orders, comments to trainees, repetitions of explanations, etc.

The motor density of the lesson is the ratio of the time used directly for the motor activity of the trainees to the total duration of the lesson.

To calculate motor density (MP), it is necessary to multiply the time for performing physical exercises, actions, technical techniques TFA by 100% and divide by the total time of the lesson Ttot (formula 2):

MPU = TFA: Ttot x 100%

Motor density during the lesson is constantly changing. The inevitability of such changes can be explained, first of all, by the difference in the content of the applied actions, techniques, exercises, the place of their use and methods of application. Indicators of motor density also change depending on the type of activity. So, in the lessons of improving the technique of movements and developing physical qualities, it can reach 70--80%, and in the lessons of learning motor actions and the formation of knowledge that require a significant investment of time for the mental activity of those involved, motor density can be at the level of 50%.

For all the importance of the motor density of the lesson, it cannot reach 100%, because otherwise there would be no time to explain the material, to comprehend it by the trainees, to analyze mistakes, which would inevitably lead to a decrease in the quality and effectiveness of educational activities in general.

General and motor density in physical education classes for children preschool age

Prepared an article. Turchev V.V.

Evaluation of the effectiveness of physical education for preschoolers is carried out in terms of motor density and the average level of heart rate (HR) in children.

The methodology distinguishesoverall and motor density classes.

Overall Density characterized by the ratio of the pedagogically justified time of the lesson (the children's perception of explanations, instructions, showing the teacher, doing exercises, observation and analysis, installation and cleaning of manuals, etc.) to the duration of the entire lesson.

For example: the lesson lasts 20 minutes, the children were on the move for 16 minutes, 4 minutes = 2 minutes the children stood idle + 2 minutes: to distribute benefits, to build - they are pedagogically justified.

Conclusion: general density is a pedagogically justified activity of children in the classroom. It can be written as follows: total density = net time + pedagogically justified time divided by the duration of the session.

(16 minutes + 2 minutes justified time = 18 minutes).

18 min x 100:20 = 90% The total density is 90%.

Motor density characterizes the amount of direct motor activity of the child in the lesson. It is expressed as the ratio of the time spent on physical exercises and games to the entire duration of the lesson.

The motor density of a lesson includes only the time spent on physical exercises, i.e. direct physical activity.

In this case - 16 min x 100:20 = 80%

The motor density of classes in the hall (the ratio of the time spent by the child on movements to the total duration of the lesson, expressed as a percentage) should be at least 70%; in air - not less than 80%.

To ensure the training effect in the classroom, the average level of heart rate in children aged 3-4 years is 130-140 beats / min, in the air - 140-160 beats / min; in children 5-7 years old - in the hall 140-150 beats / min; in air - 150-160 beats / min.

Method for determining the value of motor density.

Before the start of the lesson, any child is selected from the group, who is monitored throughout the lesson. And neither the child nor the teacher should know about it. The observer holds a stopwatch in his hand and turns it on at the moment of the beginning of any motor actions of the child: combat exercises, walking, running, general developmental and special exercises, games, etc. At the end of the exercise, the stopwatch is turned off for a rest period before the start of the next exercise. Thus, the stopwatch sums up the time of performing physical exercises and does not take into account the time of rest, waiting for the execution queue, listening to the teacher's explanations, etc.

High motor density is from 80% or more, average is 60-80%, and low is everything below 60%. Motor density depends on the age of children, on the selection of exercises.

At the same time, the value of MPZ depends more on the type of occupation. Naturally, in the classroom, familiarization with new material and learning it, the MPZ will be low. However, this cannot serve as a criterion for the poor performance of a teacher. On the other hand, if the methodology for organizing classes is not thought out during the lesson for improving the studied material and the children spend a lot of time waiting for the opportunity to complete the exercise, then the MPH should be one of the main criteria for the methodological literacy of the teacher.

As for the heart rate.

Checking the magnitude of the loads and the adaptability of the body to certain exercises is carried out by counting the pulse in the process of training and constructing a physiological curve of training. To do this, count the pulse for 15 seconds before the start of classes, at the beginning of the lesson and at the end of each of its parts (introductory, main, final). Based on the data obtained, a physiological curve of the lesson is drawn, along the vertical - the reaction of the cardiovascular system to physical activity.

According to G. P. Yurko, with the correct distribution of the load in the introductory part of the lesson, the pulse should increase by 15-20% of the initial one, the increase in the pulse after performing general developmental exercises can be 40% of the initial one; performing basic movements and conducting outdoor games should lead to an increase in heart rate by 70-80% of the initial one, and in the final part of the lesson it increases by only 10-15% of the initial one.

3-4 minutes after exercise, the pulse should return to its original level.

Sample heart rate chart

General and motor density of the lesson physical culture. When determining the overall density of the lesson, all the useful activities of students and teachers are taken into account. The motor density of the lesson includes only the time spent on physical exercises, i.e. direct physical activity.

The ways to increase the motor density of the lesson are the use of non-standard, universal sports equipment and circuit training. The motor density of a lesson is the total time of motor activity of one particular student during the entire lesson, expressed as a percentage. Motor density is determined by the formula:

MPA \u003d VDA (student): VU x 100%

where MPU is the motor density of the lesson;
VTA – the time of the student's physical activity in minutes;
VU - lesson time in minutes (35 - 45 minutes).

The method for determining the value of the MPA is that before the start of the lesson, any student (student) is selected from the class, who is monitored throughout the lesson. Moreover, neither the student nor the teacher conducting the lesson should know about it. The observer holds a stopwatch in his hand and turns it on at the moment of the start of any student's motor actions: combat exercises, walking, running, general developmental and special exercises, games, etc. At the end of the exercise, the stopwatch is turned off for a rest period before the start of the next exercise. Thus, the stopwatch sums up the time of performing physical exercises and does not take into account the time of rest, waiting for the execution queue, listening to the teacher's explanations, etc.
When analyzing a lesson, it should be taken into account that many factors influence the value of LPA (for example, the age of students, their number in a class, the number of boys and girls, the level of preparedness of students, the literacy of using equipment and inventory, etc.). At the same time, the value of MPA depends more on the type of lesson. Naturally, in the lessons of familiarization with new material and learning it, MPA will be low. However, this cannot serve as a criterion for the teacher's poor performance. On the other hand, if the methodology for organizing classes is not thought out during the lesson for improving the studied material and students spend a lot of time waiting for the opportunity to complete the exercise, then LPA should be one of the main criteria for the methodological literacy of the teacher.

Approximate values ​​of MPU of physical education (Table No. 1)

According to my calculations, students can be in useful movement depending on the topic and objectives of the lessons for 25-35 minutes. (this includes various modifications). 5-10 min. go to explain and demonstrate the exercises. 1-2 min. - for the distribution and collection of equipment, the removal and cleaning of mats (although it is better to plan lessons so that heavy equipment is not removed, but used throughout the working day). Two minutes before the end of classes, the children have to go to the locker room, otherwise they will not have time to put themselves in order for the next lesson.

So, in a useful movement, the students are 25-35 minutes. Why such a big discrepancy in time? In the first lessons of a new topic, you have to explain and demonstrate more than in subsequent ones; at sports games in a small hall, teams are forced to wait for their turn to enter the site; unavoidable downtime occurs when running long jumps.

Of course, even 35 minutes is not enough for full-fledged classes, but if more is not given, they should be used with maximum benefit. The teacher is obliged to play in the mind or directly in the gym the external form of the lesson, checking with a stopwatch not only the time for all its parts, but also the individual components within them.

According to my observations, all teachers whose lessons are characterized by high density have one thing in common: demanding of students. For some, this exactingness is ensured by strict guidance, while others follow a more difficult path - the tireless conviction of students in the usefulness of classes. I think that the second way is still preferable. When students themselves strive to complete assignments, not only is there no problem of discipline, but there is no need for vigilant control of the class. The teacher can work individually with those who need help, without worrying that behind him someone will sit down on a bench to chat with a friend. A conscious attitude to the lessons allows those who wish to perform exercises more difficult than those provided for in the program: forward somersaults from a running start, long somersaults forward through a chair or over a “goat”, jumping from a bridge over an elastic band at a height of two meters, climbing a rope with a load, etc. If the guys see that the teacher is sincerely interested in their advancement, if the lessons are emotional and without downtime, then the attitude towards the teacher is more than respectful. Then the students themselves will straighten up the violator of discipline and look askance at those who work at half strength. Such an attitude does not develop immediately and only if the teacher transfers his knowledge and skills to his students, if he tries to turn each lesson into a small holiday for them.

According to the method of circular training in elementary grades

I managed to achieve a high density of the lesson, the growth of children's interest in classes (I consider it my main task to interest the child in motor action) thanks to the exercises using the in-line method on the principle of circular training.

During the movement of students during the circuit training, I monitor the distance, the quality of the exercises, which I correct along the way, helping, prompting, and securing.

Here are some sets of circuit training exercises used in grades I-IV.

I class

1. Crawling in a plastunsky way. Methodical instructions. Distance -1 mat in length, follow the work of the knees and elbows.
2. Getting up from a supine position. Head on the mat, knees bent, hands behind the head. The number of times is determined by the teacher.
3. Pulling up with both hands at the same time on the gymnastic bench on the stomach. Keep distance as instructed by the teacher.
4. Roll to the side in a group. The head is pressed to the knees. Keep your distance.
5. Extension of the arms in an emphasis lying, with socks clinging to the rail of the gymnastic wall. I.p. - lying on the stomach, hands under the shoulders, fingers forward. The number of times is determined by the teacher.
6. Repulsion with legs forward on the stomach on the gymnastic bench. Legs are straight. Keep your distance.
7. Roll to the side stretched out ("log"). Movement by swinging the legs.
8. Walking along the gymnastic wall with a vertical flip. The height is determined by the teacher. Insurance - mats under the wall.
9. "Top" - rotation in gray hair on the buttocks with advancement on the gymnastic bench. Perform with hands. Feet touch the floor on one side of the bench when moving.
10. "Reverse" on all fours. When moving, keep your distance. Fours - low (half-fours), medium or high (in a semi-squat) - the teacher determines.
11. Hanging movement on the gymnastic wall facing it. Do your best, without stress. Girls move with side steps.
12. Leg swings over the gymnastic bench moving forward. I.p. - stand on the side of the bench, emphasis on hands. Keep a distance of 2 m.
13. Jumping on the mats moving forward, pushing off with both feet. Distance 4 m.
14. "Cuttlefish" - movement in an emphasis on the back on all fours. Movement around mats and gymnastic benches face and feet forward.
15. Running with alternation with walking of various types (broad step, back forward, side gallop, etc.). Keep your distance. Breathe evenly, do not hold your breath.
16. Walking with exercises for the development of arm muscles and balance. Breathing exercises. Active inhalation and exhalation. Stop on signal.

II class

1. Crawling in a plastunski feet forward. Keep your distance. Use a taut elastic band (crawling under the elastic band).
2. Rising from a supine position at the gymnastic wall. Knees bent, head on the mat, hands behind the head. The number of times is determined by the teacher.
3. Pulling up on the gymnastic bench on the back with both hands alternately, pushing off the bench with the heels. Keep your distance.
4. Moving on high all fours on mats sideways (side steps), on the palms, feet. Keep your distance.
5. Climbing behind the crossbar ("firefighters"). The exercise is performed if the children are ready for it, with great care and safety net of the teacher; mats must be placed under the gymnastic wall.
6. "Cuttlefish" - movement in support from behind on all fours facing forward. You can move along the mats, ahead of each other, but without colliding.
7. Horizontal movement along the gymnastic wall with an apparatus in hand. The height is indicated by the teacher. At the gymnastic wall mats.
8. "Tugboat" together. Pull-ups on the gymnastic bench on the stomach. Ankle grip. Keep your distance.
9. "Spider" - movement in support from behind on all fours, with the back of the head forward. Don't collide. Promotion along the mats.
10. Moving along the gymnastic wall with your back to it. Movement along the wall. The height is indicated by the teacher. Put mats against the wall.
11. Movement on the gymnastic bench, sitting sideways, without the help of hands. Perform at a fast pace.
12. "Caterpillar" on medium all fours in pairs. In the future, you can move in teams. Ankle grip from the inside.
13. "Bridges - bridges" - bending and arching the back in emphasis on gymnastic benches. Emphasis on both sides of the bench. Palms on the bench, standing on the floor on toes, stretched out. The head is raised.
14. "Cosmonauts" - rolls to the side, in pairs, holding hands. Use two lanes of 3 mats. Distance -1 mat in length.
15. The game "Cowboys and Amazons" - a stand on a gymnastic bench (one hand in front, the other behind, legs on the sides of the "horse" bench). Performed at the command of the teacher. I.p. - sitting on horseback one after another, the children "jump", knocking their feet on the floor. At the command "ravine!" - take your feet off the floor, handstand.
16. Running along the perimeter of the gym with 360° turns on a signal. The transition to walking with exercises to develop the muscles of the arms and legs.
17. Keep your distance. The run is rhythmic and even. Do not hold your breath, breathe evenly.
18. Circle exercises are calming breathing exercises. Active inhalation and exhalation without holding the breath.

III class

1. Crawling in a plastunsky way with an object (ball) sandwiched between the legs. Promotion with the help of hands (elbows), on the stomach.
2. Promotion from one span of the gymnastic wall to another diagonally, in the hand an object (ball). Keep your distance. Place mats at the gymnastic wall.
3. Snake climbing into the spans of the gymnastic bench. Keep your distance. Keep the ball in front of your head. Overcome at least 6 spans. Then stand up, straighten up, pass the ball with a throw from the chest to the teacher.
4. Moving on low all fours sideways with side steps (under a stretched elastic band).
5. Moving along the 3rd rail of the gymnastic wall with your back to it, overcome all 5 spans. Place mats at the gymnastic wall.
6. Squatting on two parallel gymnastic benches (“spider”). Benches must be stationary.
7. Climbing on the gymnastic wall with the help of a rope fixed above the wall (“rock climbers”). Climb with a rope, descent along the gymnastic wall. Put mats against the wall.
8. Train game. The transition from the prone position to the wrestling "bridge". All participants take an emphasis lying over the mats. At the signal of the teacher, the first participant crawls in the "tunnel" under the "bridges". At the next signal, the children perform a coup towards the "train" in the position of the wrestling "bridge". The game continues until all participants have been in the role of a train. If there are many participants, they can be divided into two teams and use two lanes of mats.
9. The game "Cowboys and Amazons" on the gymnastic benches.
10. Walking of various types (backward, on toes, on heels, squatting, with turns at the signal of the teacher). Keep your distance.
11. Running with jumping on a stack of mats. Walking combined with breathing exercises.

IV class

In the 4th grade, I conduct exercises according to the method of circular training in the form of relay races.

Methodical instructions. All relay elements must be worked out in previous lessons. The clarity in the replacement of equipment between relay races should be debugged. It is necessary to prepare a board, chalk, a stopwatch in advance, appoint judges from students released from classes, explain to them the rules for scoring and recording them. Prepare an item for transfer in the relay race.

After building the students in one line, perform the calculation for the first or second. Commands sound: “Second numbers, step forward! Ranks, close to the right! Then the participants sit on the gymnastic benches at the far wall of the gym; team captains (commanders) sit in the center of the bench.

1st relay(Fig. 2). Lay 2 mats in parallel along the gym, fasten thin ropes on the gymnastic wall for lifting with their help. At the ropes to carry out insurance of participants.

Roll in a group along the hall, run to the gymnastic wall, climb it with a rope, go down the rails of the wall, run to the bench, pass the baton from hand to hand of the next participant who has prepared.

2nd relay(Fig. 3). Install 3 gymnastic benches along the hall.

Crawl into the spans of the gymnastic benches with a snake, run to the gymnastic wall, touch the rail with the object, crawl back along the same benches on the stomach, pass the object to the next participant.

3rd relay(Fig. 4). Lay 6 mats (3 + 3) tightly side by side in the middle of the hall, install gymnastic benches along them on both sides.

Perform rolls in a chain of 3 people. I.p. - lying on the stomach along the mats, hands gripping the shins in front of the lying participant. Those who have completed the roll sit astride the gymnastic benches.

Note. While the first three are performing the roll, they are preparing to take the SP. three of the other team. For breaking the chain, 1 penalty point is awarded. Grip the shins from the inside.

4th relay. Team members sit on gymnastic benches installed along the hall. The first numbers have a volleyball in their hands.

The first numbers pass the ball to the left (right) behind the seated participant. The last player in the row, having received the ball, runs forward and. sitting on the bench, passes the ball from behind to the person sitting, etc.

Note. The relay race starts as soon as the last player of the team has completed the previous stage.

5th relay(Fig. 5). Prepare 2 large - "group" jump ropes, 2 cubes.

Team members sit on gymnastic benches along the walls of the hall, gradually moving towards its back wall during the relay race. The first numbers have a cube in their hands. On a signal, they, with a cube in their hands, jump over the rope, running out from under it, put the cube on the floor, jumping on one leg, carry out the cube to the end of the hall, touching the gymnastic wall, get on all fours (emphasis on the back), put the cube on stomach, run "cuttlefish" to the last seated player of the team, sit down next to him and pass the cube hand-to-hand forward. The person sitting first takes the cube and runs with it under the rotating rope, etc.

Note. At the end of the relay races, the points are counted and the winning team is announced.

Development of jumping ability according to the principle of circular training

When developing jumping ability in children, in addition to the jumping exercises themselves, it is advisable to use exercises to develop flexibility and dexterity, since these qualities directly affect jumping ability. In this regard, for the development of jumping ability, I propose sets of exercises in which the development of flexibility and agility is directly related to jumping training. The complexes are designed for the circular method of training.

Complexes of exercises for the development of jumping ability

1st complex:

1st station - jumping rope;

2nd station - toss the ball, sit down, catch the ball;

3rd station - from the position lying on the stomach, arms to the sides, bend the right leg back and touch it with the left hand;

4th station - high jump over an obstacle;

5th station - jumping back and forth with a jump length of 20-30 cm;

6th station - from a sitting position, bend the right leg at the knee and take the right foot back. Bend the left knee, grab the left foot with the hands of both hands and lift the leg up vertically. Fully extend the left leg, keeping the back straight.

2nd complex:

1st station - jumping on a small hill;

2nd station - forward somersault, 360° jump turn, backward somersault;

3rd station - from a standing position with your back to the wall, bend forward with touches of the floor with your hands;

4th station - "kangaroo" (jumping through parallel stretched rubber bandages);

5th station - jump over a stuffed ball with a turn in the air;

6th station - stand in a wide stance with legs apart, hands behind your head. Bending the right leg, make a deep lunge to the right and tilt to the right leg, touch the right toe with the elbow of the left hand. With a turn of the torso to the right, with the elbow of the right hand, touch the floor at the toe from the outside. Push your right leg back to the starting position. The same with the other leg.

3rd complex:

1st station - long jump;

2nd station - jumping with reaching a highly suspended object;

3rd station - kneeling, raise your hands up, tilt back, trying to touch the floor with your hands;

4th station - jumping over the barrier;

5th station - jumping from knees to feet (perform on a gymnastic mat). From a kneeling position, jumping up (without the help of hands), take a “squatting” position, then jump back to a kneeling position, etc .;

6th station - from the leg stance, lean forward together, clasp your legs with your hands. Pull the head to the knees with springy movements, do not bend the knees.

The dosage of exercises is selected individually, taking into account the age and preparedness of the students.

The result of jumping training can be a jumping competition.

Jumping competition "More, higher, further!"

Two or more teams can participate in these competitions. The number of participants in each team must be equal (from 6 to 12 people).

Stations are placed in a circle in the gym. Each of them must have at least two judges.

After building and presenting the teams, they disperse to the stations (the order of passing through the stations for each team is determined in advance). A team that has completed a task at one station moves to another until it visits each of them.

Station "Intellectual". The judge reads out the question, after which the team deliberates for 5-10 seconds. and gives his answer. Each correct answer earns the team 50 points.

sample questions:

• "jumping" insect (grasshopper);
• frisky running horse of a thoroughbred breed (horse);
• and gymnastic equipment, and animals (horse, goat);
• the sport to which jumping belongs (athletics);
• rope for jumping (jump rope);
• a rubber ball that bounces after falling (ball);
• high jump stick (pole);
• riding horse competitions (races),

Station "skapalochnaya""(competitions in jumping rope). You need to perform as many jump ropes as possible. Each team member has one attempt. The number of jumps performed by an individual team member is summed up and converted into points earned by the team at that station (1 jump equals 1 point).

Station "Kangaroo"(competitions in jumping through rubber bandages). Between parallel gymnastic benches, 6-8 rubber bandages are pulled every 30 cm. At the signal of the judge, the participant within 30 seconds. performs jumps through each rubber bandage, moving forward. You need to jump with a simultaneous push of both legs. After the student jumps over each rubber band, he turns around and starts jumping in the opposite direction. If a participant makes a mistake (he touches a rubber bandage with his feet, performs a jump not by simultaneously pushing both legs, but in a different way), the judge gives the command “Stop!”, And only previous successfully completed jumps are counted to this student. For each jump correctly performed, the participant brings his team 5 points.

Station "High"(competition in high jump). A rubber bandage is pulled between two posts at a height of 50-60 cm (depending on the age of the competitors). Behind the rubber bandage, in the landing zone, are gymnastic mats. Each participant, after a short run-up, performs a high jump in any way. Participants who take this height bring 10 points to their team and get the right to perform the next jump to a height increased by 5 cm. If a participant touches a rubber bandage with any part of the body during a jump, he is eliminated from participation in competitions at this station.

Station "Long"(competitions in long jumps). Each participant is given one attempt. The result of each jump corresponds to a certain number of points.

Long jump results table(Table No. 2)

After each team has passed all the stations, the judges count the total number of points scored by the teams.

Teams are building. The judges announce and award the winners.

The FC lesson should increase the resistance of the body of schoolchildren to physical stress - it is aimed at improving physical, functional development, increasing efficiency, maintaining and strengthening health.

Lesson effectiveness- a positive physiological effect - a gradual increase in physical activity. In the preparatory part - exercises that are easy in terms of coordination and degree of impact, because. the development of organs and systems is uneven and non-simultaneous (heterochronous) - motor system (10-30 s), vegetative organs (3-5 min). In preparation. part, there is a restructuring of the nervous and humoral mechanisms of regulation, the formation of the necessary motor stereotype, the achievement of the required level, the functions of the autonomic systems that provide muscle activity. In the main part of the lesson, the load should increase in accordance with age and level of physical fitness. There are pronounced functional changes. In the final part, the load is reduced, the exercises are performed at a slow pace, contributing to muscle relaxation, normalization of body functions and activation of recovery processes. The conclusion part promotes the transition from active muscular activity to the usual motor mode. When distributing the time of the lesson, take into account the direction and nature of the activity, the features of working out. Schoolchildren work out faster, because. inert CCC and breathing system. When assessing the degree of impact of the load on the body, the teacher relies on indicators of fatigue: attention, facial expressions, attitude to classes, skin color, and the degree of movement coordination disorder. When assessing the pulse, it must be borne in mind that it does not always reflect the degree of impact of the exercise (static work affects the cardiovascular system, but a slight increase in heart rate, heart rate increases with emotional stress).

Motor density

Increasing the motor density of the lesson increases the efficiency in the education of physical qualities, in teaching motor actions. Motor density increases with shorter rest intervals between exercises. When learning new movements, pauses should preserve the excitability of the cortical projections of the motor analyzer. The development of new movements occurs faster when excited in the central nervous system. For speed training, rest intervals should provide levels of full recovery, endurance training - rest intervals are reduced. Maintaining the interest of the lesson is associated with appropriate short-term rest breaks.

11. Physiological bases of physical education of schoolchildren.

Gender differences in the energy supply of muscle work

The most effective means of promoting the proper development of children are physical education and sports. When organizing

these classes must strictly and constantly take into account the peculiarities of the organization

nisms inherent in each of the age periods. Systematic classes

sport is one of the effective means of normal development of all

bodily functions.

Included in the system of education and upbringing, starting from preschool

institutions, physical education characterizes the basis of physical

preparedness of people - the acquisition of a fund of vital

body skills, diversified development of physical abilities

stay. Its important elements are the “school” of movements, the hymn system

physical exercises and the rules for their implementation, with the help of which the re-

the child develops the ability to differentially control movements,

the ability to coordinate them in different combinations; exercise system

for the rational use of forces when moving in space

(the main ways of walking, running, swimming, skating, skiing, etc.),

when overcoming obstacles, in throwing, in lifting and carrying heavy

stey; "school" of the ball (playing volleyball, basketball, handball, football, tennis and

Physical development is a biological process of becoming a change

of natural morphological and functional properties of the organism in

course of a person's life (length, body weight, chest circumference,

vital capacity of the lungs, maximum oxygen consumption, strength,

strength, endurance, flexibility, dexterity, etc.).

Physical development is manageable. Through exercise,

various kinds sports, rational nutrition, work and rest regime

you can change the above indicators in the required direction

physical development.

The basis of the management of physical development is the biological law

exercise and the law of the unity of the forms and functions of the body. Meanwhile, fi

physical development is also conditioned by the laws of heredity, which are necessary

should be taken into account as factors that favor or, on the contrary, hinder

contributing to the physical improvement of man. The process of physical development also obeys the law of age

stepping. Therefore, to intervene in this process in order to control it

possible only taking into account the characteristics and capabilities of the organism in various

age periods: the formation of growth, the highest development of forms and functions

tions, aging. In addition, physical development is associated with the law of unity

organism and environment and depends on the conditions of human life, including geo-

graphic environment. Therefore, when choosing the means and methods of physical

education, it is necessary to take into account the influence of these laws. Physical

development is closely related to human health.

Health acts as a leading factor that determines not only

harmonious development of a young person, but also the success of mastering

profession, the fruitfulness of his future professional activity, which

constitutes general well-being.

There are some gender differences in energy supply

muscle work. In the blood of men, there are 20% more red blood cells (cells, non-

oxygen-carrying tissues). This means that they have a more intensive metabolism

creatures, and they have more energy. Features of the energy

the changes are such that even sitting and resting, a man spends more calories,

than a woman.

Under loads, the amount of energy expenditure increases significantly

vein, and the man quickly loses strength. Over the years, men also intensify

lose their ability to exercise. Every ten years, women

women, load tolerance decreases by 2%, and for a man - by 10%, so

that a 60-year-old woman is able to endure 90% of the load she

mastered at the age of 20, and a man - only 60%.

12. Sports equipment and energy efficiency of physical exercises. The economy of energy costs during motor activity is achieved by improving the coordination of motor and vegetative functions. First of all, energy costs are reduced by improving the technique of performing physical exercises. With imperfect technique, due to the occurrence of irradiation processes in the nerve centers, extra muscles and extra motor units may take part in the movement. Such work is characterized by an increase in energy consumption. With the improvement of the technique of performing a motor act, as a result of concentration processes in the nervous system, only the necessary muscle fibers are involved in the work. As a result, energy costs are reduced. In athletes who have a good command of the technique of movements, the economization of energy costs is due to an improvement in the coordination of not only motor, but to some extent also vegetative functions. They are mobilized in the process of motor activity, mainly by the mechanism of unconditioned reflexes. At the same time, during the formation of a motor skill, a change in the nature of the flow of vegetative unconditioned reflexes can occur, their adaptation not in general to muscular work, but specifically to this type of motor activity. As a result, energy costs for ensuring the work of the heart, respiratory muscles and some other autonomic organs are reduced. These features of the functions of the vegetative organs, acquired in the process of developing skills, constitute the conditioned reflex respiratory, cardiovascular and other vegetative components of the motor act. The principle of gradual complication of the technique of movements. When performing sports movements, very complex temporary connections operate that control the simultaneous activity of many muscles. Such connections are formed gradually, with the widespread use of previously formed motor reflexes. At the same time, the role of preparatory exercises is essential, allowing one to master individual fragments of a movement and then include them in an integral system of a complex motor act being learned. The principle of repeated systematic repetition of exercises. Temporary connections, which are the basis of motor skills, are formed and improved with the obligatory repetition of the exercise. In this case, the number of repetitions and intervals, both between repetitions and between training sessions, are important. Not only insufficient, but also an excessive number of repetitions (the development of fatigue is associated with it) makes it difficult to form a skill. The same should be noted in relation to the intervals between training sessions. The principle of versatile technical training. Temporary connections formed in the process of formation of a motor skill, with repeated stereotyped execution of movements, can contribute to the narrowing of extrapolation. This narrowing, which occurs during one-sided training, limits the ability to change the nature of movements adequately to changing situations. Meanwhile, a change in the external environment and the state of the athlete can cause a discrepancy between the stereotyped program for the implementation of the movement of the new situation. As a result, the motor act may be defective. Training in the stereotyped performance of only a limited number of physical exercises also inhibits the development of trainability. The principle of individualization of education. The genetic features that determine the ability to quickly learn new complex movements can vary significantly in different athletes. They may also have a very different fund of previously acquired skills. Both of these factors predetermine the need for an individual approach, both in sports selection and in teaching the technique of sports movements.

13. Two main training effects. Fitness diagnostics Indicators of fitness in a state of relative rest, when performing a standard and maximum load

As a result of training sessions in the body of an athlete,

there is a special state - the effect of training, or training, which

characterized by a certain level of performance. In order to program the behavior of an athlete, it is necessary

know how training loads affect his body. At the same time, pain

of great importance are data on the level of functions of his body in various

states. The study of athletes is carried out at rest, with

fulfillment of standard load and ultimate load.

Fitness scores at rest. Research and comparison

the state of the body at rest in athletes and untrained people

allows you to identify changes that occur under the influence of training

activities in all tissues and systems of the body.

Sports training causes a number of morphological changes.

There is a thickening of the bones at the points of attachment of the tendons of the muscles,

developing the most effort. Due to increased metabolism

there is no muscle hypertrophy, which is expressed in an increase in the volume of muscle

fibers by increasing the amount of sarcoplasm or myofibrils,

increased firmness and elasticity of the muscles. Increased coronary capacity

blood vessels, the diameter of the openings of the heart, the circumference of the chest, bronchial

passability (reduction of resistance to air movement with increased

lung ventilation).

Along with morphological changes in the body of athletes,

physiological changes are noted: an increase in energy resources,

reserves of proteins and carbohydrates; the amount of myoglobin in the muscles increases.

The number and activity of enzymes that accelerate the course are increased

aerobic and anaerobic reactions.

Vegetative organs in athletes at rest work slowly

lazily. One of the main signs of fitness is a rare

pulse - bradycardia (40 beats / min or less). Athletes have a respiratory rate

less frequently and pulmonary ventilation is less than in untrained people.

These changes show that at rest the main

a feature of a trained organism is a very economical expenditure

energy resources. This is expressed in a decrease in the main

change by 10-15%, in bradycardia, decreased breathing and decreased pulmonary

ventilation.

Fitness indicators in a state of relative rest, with

fulfillment of standard and ultimate load

The method of assessing fitness using standard loads

gets along close characteristic features. It is available to all subjects - as a sport

shifts, and non-athletes, is the same in the form of the movement performed,

has strictly defined power, duration and rhythm. As a na-

loads, use the following methods: sample PWC170, Harvard test, op-

definition of the IPC and some others.

The reactions of all body functions to standard loads in training

bathed people, compared with untrained people, are characterized by the following

general features: 1) they quickly increase the level of all functions at the beginning of work; 2) work is done more economically; 3) flow faster

recovery processes.

The main difference between trained and untrained people

when performing standard loads is that the value of physiological

The former have fewer logical changes than the latter.

Indicators of fitness during limiting work. Research method

training with the help of limit loads helps to assess

the level of an athlete's ability to develop and maintain maximum

an effort. There are three types of such studies.

In the first case, physiological changes are recorded when performing

exercise directly during the competition or in conditions

close to them. This option gives the most complete picture of the potential

al capabilities of the body. However, it is complex organizationally and

technically and to a certain extent distracts the athlete from the main activity

sti, i.e. from competition, and thus may interfere with the achievement

important result.

It is possible to register physiological changes during the development of

the maximum effort of athletes in laboratory conditions, which allows you to

to show the ability to limit the mobilization of physiological

stems of the organism.

And finally, the third option is to record physiological changes,

arising in the human body during operation of a given power, for

for unlimited time. The signal to stop work is the progress

a significant decrease in the power of the work performed or the speed of movement

Physiological changes in trained people when performing

the limiting work is much greater than that of the untrained. This explains-

is due to the fact that they perform much more power work,

which consumes a lot of energy. The magnitude of almost all physiological

changes - minute oxygen consumption, pulmonary ventilation, frequency

heart rate, blood pressure, systolic and

minute volumes of blood - in trained more than in untrained.

Limiting work is characterized, as a rule, by high intensity

aerobic reactions. Despite a significant increase in the level of almost

of all vegetative functions that ensure the performance of work, there is

oxygen debt reaching 25 liters. As a result, the body accumulates

products of anaerobic decay occur, an acidotic shift occurs. Tre-

trained athletes, the concentration of lactic acid in the blood can

reach 300 mg%, which causes a change in the internal environment.

Therefore, a sign of fitness is the ability to organize

ganism to limit work in conditions of a sharply changed internal environment

The concept of the specificity of the state of fitness. When evaluating

the level of fitness should take into account the orientation of the training

process. This is due to the fact that the specific orientation of the training process has the same specific impact on the nature of the morpho-

logical and functional changes in the athlete's body. In connection with

This growth of sports results in the chosen sport is not always accompanied by

driven by an increase in the functional level of all body systems.

The conditions of the training process - the type and nature of work, the mode of operation

muscle activity, the ability to provide oxygen (aerobic or ana-

aerobic working conditions) - cause the formation in the body of specific

functional system aimed at achieving a high re-

results in a particular sport. At the same time, bodies not participating in this

system can function at a low level. This phenomenon is

there is a kind of payment for adaptation to a certain job (“price

adaptations").

In each sport, the main requirements are specific to it.

vanity. For example, for a high jumper is technical training.

For a runner-stayer, the main role is played by the state of systems that provide

oxygen transport, aerobic and anaerobic power of the body.

Changes in body functions under the influence of the training process

optimal for this sport. So, for example, with the standard

physical activity, the minute volume of respiration (MOD) turned out to be higher in those

athletes whose training process was aimed at developing

predominantly strength (47 l) and speed (37 l). For athletes, I train

endurance athletes, it turned out to be the smallest - 29 liters. This is a witness

indicates an increase in the efficiency of functions in the process of training.

14. Physiological mechanisms of fitness development. Genetic

skie bases of trainability. Fitness and fitness

Sports training is a specialized pedagogical

a process aimed at both increasing the overall performance of the body,

and to improve sports results in the chosen sport.

As a result of training, the effect of training occurs in the body.

sti, which characterizes the level of special performance of an athlete.

The level of special performance is called sports form.

The training process must meet the following requirements: be non-

discontinuous, versatile, aimed at increasing the special ra-

operability. Three periods can be distinguished in the training process,

each of which has its own purpose and corresponding content. Once-

There are preparatory, competitive and transitional periods.

The preparatory period consists of two stages and lasts from 3 to 4 months.

syatsev. The purpose of the first stage of the preparatory period is the general fi-

physical training, the second - the development of special motor skills

and physical qualities necessary to achieve high results V

specific sport.

The competitive period lasts 4-5 months. At that time

the athlete takes part in the main competitions of the year. Aim at

this is the preservation and some increase in the level of fitness.

The transition period lasts from 4 to 6 weeks. During this period, training

nye loads decrease and the level of fitness gradually decreases -

sya. Athletes are given rest.

15.The concept of adaptation to various environmental factors.

The athlete's body must adapt to physical training in a relatively short time.

Adaptive changes: in a healthy org there are 2 types)

1) Change in the usual zone of fluctuation of the environmental factor when the system functions in the usual composition (usual physical reactions)

2) Change under the action of excessive (unusual actors with inclusion in the functioning system of additional elements and mechanisms (adaptive shifts)

One of the indicators of the effectiveness of the lesson is its density. It is necessary to determine the density of the lesson as a whole and in parts. This is due to the unequal opportunities and conditions for organizing work in the preparatory, main and final parts of the lesson. The total time spent on the lesson (or part of it) is taken as 100%. Percentage values ​​are calculated relative to it.

Density is the ratio of rationally used time to all the time allotted for the lesson. The less time lost in a lesson, the higher the density of the lesson.

There are general (pedagogical) and motor (motor) density of the lesson.

The total density of a lesson is the ratio of pedagogically justified (rational) time spending to the total duration of a lesson.

The overall density of a full-fledged physical education lesson should approach 100%.

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Budgetary professional educational institution

Oryol region

« MEZEN PEDAGOGICAL COLLEGE»

DEPARTMENT OF PHYSICAL EDUCATION

PROJECT

DENSITY OF PHYSICAL EDUCATION LESSON,
MEASURING LESSON DENSITY

Done by a student of 42 groups

BELOVA YULIA GENNADIEVNA

specialty 44.02.05 Correctional pedagogy in primary education

Supervisor: KRIVTSOVA NINA IVANOVNA, lecturer

Eagle, 2017

Introduction……………...………………………………………....…………………....2

1.1 General concept and types of lesson density………………………………..............5

1.2. The dependence of the density of the lesson on the methods of organizing the activities of students in the lesson ……………………….............................. ...............................……7

2. Techniques for the rational use of time in the classroom……………………………………………………………. ............................................9

2.1. Determining the density of a lesson by timing……………………………………………………………………..……12

2.2. The protocol for determining the density of the lesson by timing ...... ... 15

Conclusion ……………………………………………………………....…………19

List of used literature………………...……………..…….....…….…21

Appendix 1………………………………………………..………….....…….…24

Introduction

One of the indicators of the effectiveness of the lesson is its density. It is necessary to determine the density of the lesson as a whole and in parts. This is due to the unequal opportunities and conditions for organizing work in the preparatory, main and final parts of the lesson. The total time spent on the lesson (or part of it) is taken as 100%. Percentage values ​​are calculated relative to it.

Density - This is the ratio of rationally used time to the total time allotted for the lesson. The less time lost in a lesson, the higher the density of the lesson.

There are general (pedagogical) and motor (motor) density of the lesson.

Overall lesson density - this is the ratio of pedagogically justified (rational) time spending to the total duration of the lesson.

The overall density of a full-fledged physical education lesson should approach 100%.

motor density lesson - this is the ratio of the time used directly for the motor activity of students to the total duration of the lesson.

Motor density during the lesson is constantly changing. The inevitability of such changes can be explained, first of all, by the difference in the content of the exercises used, the place of their use and the methods of application. The indicators of motor density also change depending on the type of lesson.

For all the importance of the motor density of the lesson, it cannot reach 100%, because otherwise there would be no time left to explain the material, to comprehend it by students, to analyze errors, which would inevitably lead to a decrease in quality and efficiency. academic work generally.

The relevance of research:One of the main problems modern system physical education of schoolchildren is to increase the effectiveness of the lesson, as the main organizational and methodological form of physical education in school (Siegfried, 1991). In solving this problem, the search for more rational ways to improve the effectiveness of a physical culture lesson is of particular importance, one of which is the intensification of educational and training activities (Shitikov, 1997). The lesson acts as a single whole, a structurally holistic, relatively independent link, which, however, consists of interconnected parts, the content and structure of which is determined by the logic of teaching, the physiological laws and objectives of the lesson. The patterns of construction of different parts of the lesson have been studied differently. So much attention is paid to the research of the main part of the lesson and unreasonably little of that part, which largely determines the successful solution of the main tasks of the main part of the lesson, namely, the preparatory one. Many researchers (Shitikov, 1997) note that the motor activity of children has dropped sharply. This is explained by the fact that the applied methods of mass education continue to lag far behind the sports practice that is moving forward. At a school lesson, teachers often use insufficiently effective methods of mass mastering the basics of running, jumping and throwing techniques, use uninteresting and monotonous means, as well as insufficient practical skills in compiling and planning lessons, taking into account age-related characteristics, which cause a decrease in motor activity. It follows from the above that solving the problems of improving the efficiency of the learning process by increasing the motor density of the lesson is an actual scientific direction, the successful development of which depends on the learning process.

Object of study:students of primary school age.

Subject of study:content and technology for determining the density of a physical education lesson.

Target: improving the quality of the process of physical education, by increasing the motor density of the lesson through the use of optimal means, methods and ways of organizing classes.

Tasks:

Analyze scientific - methodical literature.

Determine the level of physical qualities of primary school age.

Hypothesis: It is assumed that if optimal means, methods and ways of organizing classes are used in the process of conducting school lessons, this will increase the motor density of lessons, and will help improve motor experience and increase the level of physical fitness of schoolchildren.
Practical significance:research consists in the development and effectiveness of the experimental program of lesson classes aimed at increasing motor density. The research materials can be used in the work of teachers of secondary educational institutions.

1. Theoretical substantiation of the density of physical education lessons

1.1 General concept and types of lesson density

To regulate the load in the lesson means, first of all, to ensure its optimal volume and intensity. In general, the problem of load optimization is not limited to its dosing in physical exercises. The strength of the impact on the students depends not only on the nature of the exercises, but also on other components: explanations, demonstrations of exercises, methods of organizing students, etc.

In each case, the teacher seeks to provide the largest possible amount of payload in the lesson. In this case, ensuring a rational overall density of the lesson is of decisive importance.The overall density of the lessonis the ratio of the time used pedagogically justified to the entire duration of the lesson.

Pedagogically justified are treated objectively. necessary costs time for such processes or aspects of activity in the lesson, as the perception and comprehension by the students of the explanations, demonstrations, instructions of the teacher; organized analysis of their own actions or the actions of others involved; performance of physical exercises and the necessary rest connected with them; ancillary activities.

Unjustified expenses of class time include its losses caused by organizational or other problems. In principle, this can be avoided with the optimal construction of the educational process.

When assessing the overall density, it is also necessary to take into account that the types of justified activities in the lesson are far from equivalent for solving educational problems. In striving for the optimal density of the lesson, it is necessary to minimize not only downtime, but also auxiliary activities by various measures. For this, the shortest routes of movement for those involved are planned in advance.

The ratio of the time spent directly on the implementation of physical exercises to the entire duration of the lesson is usually called itmotor density.Motor density is one of the indicators of the productivity of physical exercises, and therefore, of course, ceteris paribus, it is necessary to provide the greatest possible motor density of the lesson. However, its importance should not be overestimated. The quality of solving educational problems requires a certain amount of time to set tasks. Each individual lesson has its own measure of maximum permissible loads, and every time it should be determined depending on the age, gender, preparedness of the students and the specific tasks of the lesson.

For the general intensification of the lesson, the teacher must be well versed in the methods of organizing all types of activities in the lesson. In the course of the lesson, it is important to increase the effectiveness of the methods of concentration of students' attention. The more intense it is, the sooner you can expect success.

Dosing the intensity of physical exercises is achieved by a number of methodological methods of direct and indirect regulation of motor activity. Common methods of direct regulation include verbal instructions about the number of repetitions, speed, the amount of external weights used, and other parameters of movements. Methods of indirect regulation include changing external conditions, as well as changing the method of performing the exercise.

1.2. The dependence of the density of the lesson on the methods of organizing the activities of students in the lesson

The total density of a lesson is the ratio of the time used pedagogically justified to the entire duration of the lesson. The ratio of the time spent directly on the performance of physical exercises to the entire duration of the lesson is commonly called its motor density.

For the general intensification of the lesson, the teacher must be well versed in the methods of organizing all types of activities in the lesson.

There are three main methods that generally characterize the organization of students in the lesson (class, team, section), as well as the order of setting and the order in which they perform the tasks of the teacher: frontal, group and individual.

With the frontal method, the teacher offers the same task to the entire contingent of students, and it is performed by everyone at once (simultaneously or with slight differences in time) under the general guidance of the teacher.

In the group method, students are divided into groups that receive separate tasks. The teacher, without letting everyone out of his control, works mainly in one group or alternately moves from one group to another.

With an individual method, each student receives his own task and performs it independently. The teacher selectively directs the work of individual students.

Each of these methods has advantages and disadvantages. Thus, the organization of those involved in the frontal method allows you to more fully keep all of them in the field of attention and manage their activities. At the same time, however, the individual approach is difficult. The use of group and individual methods, on the contrary, increases the possibility of an individual approach to individual students or a group of them, but limits the teacher's ability to control all students. Which of the methods is most suitable for a given lesson depends on the degree of novelty and complexity of the tasks, the material equipment of the places of study, the age of the students, their level of preparedness, and other circumstances.

For lesson forms of classes as a whole, as a rule, a complex use of all three methods is typical. At the beginning of the lesson, the frontal method is usually used, in the main part of the lesson, students are divided into groups or work with them individually, most often the lesson is completed again by the frontal method.

The methodology for organizing a lesson is also characterized by the order in which students perform tasks in time: simultaneously by all or in turn (in groups or one after the other), together (in-line) or separately. Performing a series of tasks aimed at the comprehensive development of physical qualities, in last years are increasingly organized in the form of circuit training using the method of continuous and interval work.

The flow performance of exercises provides greater motor density than separate performance. However, educationally it may be less effective, since the lack of breaks between exercises makes it difficult to explain, analyze movements and use other elements of training.

2. Techniques for the rational use of time in the classroom

Approximate values ​​of motor density of a physical education lesson

Lesson type	Motor density
1. Introductory	10 - 40%
2. Introduction to new material	20 - 30%
3. Learning new material	30 - 50%
4. Consolidation and improvement of new material	50 - 80%
5. Control	40 - 50%
6. Combined	40 - 60%
7. Competition	50 - 90%
8. Plot (fairy tale, journey)	30 - 60%
9. Circuit training	50 - 90%

During the lesson, students learn motor actions in order to develop the ability to control their movements,

physical development, knowledge of the patterns of movements of your body. The ability to correctly allocate funds, apply the necessary methods of organizing students, methods of teaching motor actions and developing physical qualities are integral characteristics of the skill of a future teacher. Success in solving various problems facing the lesson is possible with high productivity (density) of the lesson. The productivity of a lesson largely depends on how carefully, economically and efficiently time is spent on various activities (Scheme 2).

Facilities - selection of a system of lead-up exercises, selection of special preparatory exercises, inclusion of additional actions, tasks, change in technique features, inclusion of additional tasks for the development of physical qualities between sets, use of conjugate exercises, change of exercises (character, method of execution), inclusion of familiar games and relay races.

Methods - creating an idea about the exercise (do - one, do - two), the predominant use visual method before the verbal use of a holistic method, the use of a variety of methodological techniques in mastering the technique of physical exercises, the use of a game and competitive method, reducing the time of rest between sets, the use of visual cards, sketches of exercises, brief and competent explanations of the teacher.

Organization - the use of multi-pass projectiles, non-standard equipment; simulators, additional equipment.

Principles - good prerequisites and conditions for high motor density and rational load are the implementation of the teaching principles by the teacher: activity and consciousness, accessibility, systematicity, strength. The work of the teacher, aimed at understanding the purpose and objectives of the classes, promising ways of physical improvement, stimulating interest, mobilizing feelings, the will of students, helps to establish a conscious attitude to the proposed task. These principles have a positive impact on the manifestation of creative initiative, increasing personal responsibility for the quality and effectiveness of educational work, and are also used by the teacher to improve the performance of students. Operational control of students' actions, timely theoretical and practical assistance, the teacher's ability to focus students' attention on mistakes and ways to eliminate them make it possible to identify patterns that determine the success of training and education. Stimulation and encouragement of search and creative efforts are all prerequisites for enhancing the mental and motor activity of students. The organization of mutual learning, when students in the lesson explain and find errors and jointly propose ways to eliminate them, evaluate each other, provide direct physical assistance develops curiosity, observation, mental activity. Initiative and a sense of responsibility contribute to the development of perseverance and diligence.

2.1. Determination of lesson density by timing

The simplest way to determine the density of a lesson is the timing of the lesson. By usinglesson timingyou can find out exactly how many minutes in the lesson the student moved, how much rested, waited in line, how long it took to listen, etc., find out how much time in the lesson is spent rationally and how much is irrational. The timing of the lesson is the definition in time of all types of student activities:

- direct execution of motor actions necessary for solving educational, health-improving, educational tasks;

- listening, viewing tasks by students, mutual learning, discussing the implementation of exercises, correcting mistakes, providing insurance;

- organizational and auxiliary actions, when students install shells, prepare places and equipment during the lesson in cases where this cannot be done before the lesson due to a lack of inventory, small shells;

- necessary rest and waiting in line;

- downtime, when students do not perform what provides the solution to the tasks.

There are two types of density - total density, motor (motor) density.

Total density - this is the ratio of the time spent in the lesson rationally to the entire duration of the lesson. Rationally spent time includes all those actions that help solve educational and educational tasks (combat, dance, rebuilding, movement, transitions to the projectile, general preparatory, special preparatory, leading, basic and other exercises and games, relay races). In addition, rationally spent time includes professionally competent and pedagogically justified use by the teacher of the verbal-visual method, when students listen to the teacher with interest and attention, view, study the presented material).

Motor density - this is the ratio of time spent on the direct implementation of physical exercises to the entire duration of the lesson. It should be remembered that performing the necessary drills, rearrangements, movements and transitions from projectile to projectile are all necessary physical exercises.

Simple - the ratio of time spent on irrational actions to the entire duration of the lesson. Irrational time spent includes the time that was spent on being late and prematurely ending the lesson, roll call; ill-conceived, illiterate explanations of the teacher, ill-conceived and unorganized movements and rebuilding in the lesson, violations of discipline, skipping

approach to the projectile by a student, untimely preparation of places of employment, inventory, equipment.

Organizational support activitiesdo not refer to rationally spent time, but also do not refer to downtime. Installation during the lesson of equipment for relay races, obstacle courses, preparation of stations, cleaning and the necessary installation of projectiles.

Waiting in line and necessary restit is better to carry out by changing exercises, replacing passive rest with active. Then this time will be used rationally.

Lesson timing technology includes the following sequence of operations:

- before the lesson, it is necessary to prepare a protocol form in advance;

- turn on the stopwatch with the end of the bell for the lesson;

- when performing exercises in turn, observation should be carried out for one student;

- turn off the stopwatch with the actual end of the lesson.

- start processing the protocol immediately after the end of the lesson, separately for parts of the lesson, the time of each type of activity in the lesson as a whole is summed up;

- the percentage of each type of activity is calculated in each part of the lesson separately and in the whole lesson (do not forget to turn minutes into seconds);

- draw a lesson density scale;

- give a written analysis of the data obtained.

2.2. Protocol for determining lesson density by timing

Venue: Sports Hall.

Lesson leader:

Grade: 3A

Time: 40 min. (8.00-8.40)

Lesson objectives:

1. Improvement in catching and transfer of the sword.

2. Development of dexterity, speed of motor reactions, general endurance. 3. Promote the development of mental processes: attention, thinking.

4. Cultivate courage, endurance.

		Time about the beginning of the Day.	Engine- naya	mental naya	rest	Note.
	UNDER G O T O V I T E L N A PART
	1. construction	0.30	0.30
	2. message of lesson tasks	1.30
	3. turns in place	1.48	0.18
	4. walking		0.52
	5. walking with a task	5.30	3.30
	6. running	6.30
	7. breathing recovery walking		0.30
	8. rebuilding
	9. Outdoor switchgear	11.0
	10. rebuilding	12.0
	TOTAL:	12.0	11.0
	MAIN PART
	11 explanation 12.30			0.30
	12. p \ and "hunters and ducks.	22.30		0.30					Knocked out, sits without a job.
	13. summing up the game	23.0			0.30
	14. p \ and "polar bears"	30.0
	15. posting the results of the game	30.20			0.20
	16. rebuilding	31.30	1.10
	17. n / and passed, sit down	34.30
	18. summing up the game	35.30
	TOTAL:	23.30	16.4	0.30	2.20
	C H E PART
	19. mindfulness exercises	38.00
	20. summarizing, grading	39.30
	21. homework	40.0			0.30
	TOTAL:
	TOTAL PER LESSON:	40.0	31.1	0.30

• PREPARATORY PART:

OD = 12.0: 12.0 * 100 = 720:720 * 100 = 100%

MP = 11.3:12.0 * 100 = 678: 720 * 100 = 94.1%

2. MAIN PART:

OD \u003d (16.4 + 2.2 + 2.0): 23.3 * 100 \u003d (984 + 132 + 120): 1398 * 100 \u003d 88.4

MP = 16.4:23.3 * 100 = 984:1398 *100 = 70.3%

• FINAL PART:

OD = 4.3: 4.3 * 100 = 100%

MP = 3.0:4.3 * 100 = 180:258 * 100 = 69.7%

TOTAL PER LESSON:

OD = (31.3+4.5+2.0):40 *100 = (1878+270+120):2400 * 100 = 2268:2400 *100 = 94.5%

MP = 31.3: 40 * 100 = 1866:2400 * 100 = 77.7%

CONCLUSIONS AND OFFERS:

In the preparatory part of the lesson, the total and motor density are high, due to the use of non-stop methods. The students are well prepared for the work ahead.

In the main part of the lesson, the general, motor density fell, due to the explanation of the rules games.

In the final part of the lesson, the overall density is excellent.

In general, the density in the lesson was sufficient.

Lesson rating: 5 "excellent"

Conclusion

Density refers to the relative expediency of using the time allotted for a lesson. The more rationally this time is used, the higher the density. The density of the lesson is essential, because it affects the load, the performance of the tasks assigned to the lesson, the successful completion of the curriculum, etc. Each teacher is interested in the greatest possible density of the lesson, as it allows him to conduct the lesson better.

Time at physical culture lessons is used for perception, comprehension and performance of exercises, short-term transition from one type of occupation to another and preparation of equipment and inventory.

The ratio in time between these components can be adjusted by the teacher. When preparing for the lesson, he is obliged to think over the plan of the lesson to the smallest detail and decide where there should be a simple demonstration of the exercise, where there should be a detailed explanation with a demonstration, and where only an order or command.

Before the start of the lesson, you should also prepare the necessary equipment and inventory. This will allow you to spend minimal time placing shells or distributing various items.

The density of the lesson is greatly influenced by such an organization of the lesson, in which perhaps more students are engaged at the same time. This is easily achieved when carrying out combat exercises, walking, running, general developmental exercises, etc. It is more difficult to do this when performing jumps, throwing, climbing, balance.

To increase the number of students doing the exercises at the same time, you should use a larger number of projectiles (the same or different). In this case, students are divided into groups according to the number of shells used, and in each group the teacher appoints a leader. By setting himself the task of holding a compacted lesson, the teacher strives to ensure that students are sufficiently busy throughout the lesson in accordance with the planned lesson plan.

A lesson held at a high density ensures active and useful employment of students, always increases the load on the body, and contributes to the education of organization and discipline.

List of used literature

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